Enhancing teacher professional development for early years mathematics teachers working in disadvantaged contexts

Book chapter

Warren, Elizabeth and Quine, Janine. (2013). Enhancing teacher professional development for early years mathematics teachers working in disadvantaged contexts. In In L. English and J. Mulligan (Ed.). Reconceptualizing Early Mathematics Learning: Advanced Series in Mathematics Education pp. 283 - 307 Springer. https://doi.org/10.1007/978-94-007-6440-8_14
AuthorsWarren, Elizabeth and Quine, Janine
EditorsL. English and J. Mulligan
Abstract

Teacher professional development (PD) is recognised globally as a key component for bringing about education reform. This study focuses on the impact of the PD dimension of the first year of a four-year project, RoleM (Representations, Oral Language and Engagement in Mathematics). The RoleM research-based PD model was designed to support early years teachers working with young students from disadvantaged backgrounds. Involved in the study were 31 Preparatory and Year 1 teachers from 15 schools across Queensland, Australia. Over half of the teachers were situated in rural and remote regions where students are predominantly Indigenous. The results indicate that the RoleM model is highly effective in three measurable dimensions of effectiveness: (a) teachers’ affective domain; (b) teacher change in behaviour and practices; and (c) quantifiable gains in student achievement, a result of changing teacher practices. Implications from this study suggest that it is imperative for PD models to meet the context specific needs of teachers by building teacher confidence and capacity to effectively teach mathematics to early years students.

Page range283 - 307
Year2013
Book titleReconceptualizing Early Mathematics Learning: Advanced Series in Mathematics Education
PublisherSpringer
Place of publicationNetherlands
ISBN978-94-007-6440-8
Digital Object Identifier (DOI)https://doi.org/10.1007/978-94-007-6440-8_14
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
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Young, Janelle Patricia and Warren, Elizabeth Anne. (2002). Literacy and numeracy in the home: Parents supporting children's learning. In Bill Cope and Mary Kalantzis (Ed.). Learning for the Future: Proceedings of the Learning Conference 2001. Melbourne, Australia: Common Ground Publishing. pp. 369 - 376
Arithmetic and quasi-variables: A year 2 lesson to introduce algebra in the early years
Warren, Elizabeth Anne. (2002). Arithmetic and quasi-variables: A year 2 lesson to introduce algebra in the early years. In A. Cockburn and E. Nardi (Ed.). International Group for the Psychology of Mathematics Education: Proceedings of the 26th Annual Conference. Norwich, England: University of East Anglia. pp. 369 - 376
Children's understanding of 'turn arounds'
Warren, Elizabeth. (2002). Children's understanding of 'turn arounds'. Australian Primary Mathematics Classroom. 7(1), pp. 9 - 13.
Parent and school partnerships in supporting literacy and numeracy
Warren, Elizabeth and Young, Janelle. (2002). Parent and school partnerships in supporting literacy and numeracy. Asia-Pacific Journal of Teacher Education. 30(3), pp. 217 - 228.